learning words inside & out make it useable: harnessing the power of peer conversations
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Learning Words Inside & Out
Make It Useable: Harnessing the Power of
Peer ConversationsFrey, N., & Fisher, D. (2009). Learning Words Inside & Out: Vocabulary
Instruction That Boosts Achievement in All Subject Areas. Portsmouth, NH: Heinemann.
Today’s Purpose
Today we will discuss how peer collaboration allows learners to consolidate vocabulary
knowledge.
5 4 3 2 1
Useable Instruction: Peer talk and small group collaboration
Oral language practices are schoolwide and all teachers integrate peer talk and/or small group collaboration daily.
Some grade levels use oral language daily and are emerging as skilled practitioners.
Some grade levels are planning ways to integrate peer talk and small group collaboration into daily practice.
There are individual teachers who use peer talk and small group collaboration but there has not been an opportunity to work with others.
Instruction is dominated by whole group lectures followed by silent, independent work.
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focus LessonGuided Instructio
n
“I do it”
“We do it”“You do it together”Collaborative
Independent “You do it alone”
A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.
Children Build Schema Long Before They Begin Reading
AttributesTypes
Behavior
DOG
How Do Young Children Build Schema?
• Authentic experiences• Close observation• Dialogue with others
These are the same conditions that contribute to vocabulary development.
Oral Language and Vocabulary
• Teacher talk dominates most classrooms (Cazden, 2001)
• Elementary math students taught to use heuristic vocabulary in discussions achieved at higher levels, especially among low-achieving students (Hohn & Frey, 2002)
• Second grade English language learners whose vocabulary was frontloaded before small-group discussions made gains in language and concept development (Pérez, 1996)
Tips for Productive Group Work
• Establish purpose (content, language, and social goals)
• Variety is the spice of life• Integrate activities into
content flow
Fostering Collaboration• Partner and small-group
discussions• Jigsaws• Student think-alouds• Reciprocal teaching• Co-constructed graphic
organizers• Semantic feature
analysis
Ways to Stay Healthy
Members
Types of of Dark Green the Meat Vegetables & Beans
Group
Food Groups Types of Whole Grains Things to Avoid
Nutrition
Clues Developed by Student Partners
Food Groups Whole Grains Things to Avoid
Dark Green Vegetables
Meat and Beans Group
Ways to Stay Healthy
GrainsOilsFruitsMeat and beansMilkVegetables
OatmealBrown riceWhole-wheat flour
OilsFatsRefined sugar
BroccoliKaleSpinachRomaineCollard greens
SeedsChickenBeefFishBlack beansNuts
ExerciseUse the pyramidAvoid oils and fats
Concept Circle for a Dog
Four equal sides
Four equal diameters
Concept Circle for a Square:
Which Attribute Doesn’t
Belong?
Four equal angles
Two lines parallel
Victor’s Shades of Meaningin Sixth Grade English
Next Steps
• What are we currently doing that works well?
• What are the areas in need of improvement?
• How should we collaborate with one another within and across grade levels?
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